closing in

'Safety net' deal on teacher evaluations protects against negative consequences

Updated 4:45 p.m. — Teachers won’t face negative consequences for the next two years if they flunk their annual evaluations because of Common Core-aligned state tests, according to a tentative deal reached today between Gov. Andrew Cuomo and the state legislature.

The deal will create a “safety net” that essentially offers a second chance to teachers who received an “ineffective” or “developing” rating on account of student scores on the new grades 3-8 English and math tests. The new system will allow teachers to have their evaluations recalculated without the state test score component for personnel decisions like termination.

The safety net will be available this school year and the 2014-15 year. State education officials said it would affect about 1,000 teachers statewide, or less than 1 percent of all teachers.

If passed, as is expected to happen as early as tonight, the bill would bring New York into line with how other states are using Common Core test scores. More than 40 states have adopted the standards, but New York had alone in seeking to simultaneously roll out teacher evaluations along with new tests.

That stance has long drawn criticism, even from staunch supporters of the Common Core and of measuring teacher quality. Last week, the Bill & Melinda Gates Foundation called for states to delay using tests in evaluations until after teachers were more familiar with the standards — a move that was widely viewed as putting pressure on New York.

“Just about every state I know of is realizing that doing these things at the same time is very difficult,” said Andy Smarick, a partner at Bellwether Partners who supports new evaluation systems.

Lawmakers made teacher evaluations a top priority as the legislative session drew to a close this month. But the issue has been a longstanding concern for the state teachers union, which first called for a “moratorium” on consequences tied to the Common Core more than a year ago.

The union’s concern mostly focused on the impact that the state’s adoption of the Common Core learning standards would have on teachers, students and schools. The state had already moved to lower the stakes for students and schools, but had resisted calls to do the same for teachers.

NYSUT praised the deal as a “delay on consequences” and President Karen Magee said in an interview that the protections for teachers are what the union had wanted from the start.

“It’s fair for teachers,” Magee said.

Under the provisions, a teacher could still technically be fired because of repeated low ratings. But such a decision would have to reflect ratings based on locally developed student growth measures and a principal observation — not on state test scores.

Officials in Cuomo’s office disputed the idea of a “delay,” arguing that all teachers would be evaluated according to the original rules. They also emphasized that teachers’ original ratings would still be available to parents whose children are in their classes.

The changes are nonetheless seen as a blow to Cuomo, who has said New York’s implementation of teacher evaluations was a signature achievement of his first term in office. But in recent months he began to concede that the Common Core’s rollout had been rushed and signaled that he would be open to some changes.

At a press conference on Thursday, Cuomo said New York’s “teacher evaluation system is moving forward” but acknowledged a need to protect against the possibility of unfair punishment.

In New York City, the provisions will be in place for the first two school years that teachers are working under the new evaluation system. United Federation of Teachers President Michael Mulgrew, who last year joined the NYSUT’s call for a moratorium, applauded the deal.

“Everyone recognizes that the Common Core, while the right direction for education, had a terrible rollout,” Mulgrew said in a statement.

The deal was not universally supported, however. StudentsFirstNY Executive Director Jenny Sedlis said state tests are as reliable an indicator of student learning as exists and that there should be a way to fire teachers whose students don’t show growth.

“School districts need the ability to remove ineffective teachers and it’s impossible to run quality schools with zero consequences and jobs for life irrespective of how children learn,” Sedlis said.

The bill brings to a close a fourth legislative session in which changing the state’s teacher evaluation law, first enacted in 2010, played a starring role. The constantly shifting waters have some observers questioning how much longer the evaluation system in its current form will have credibility with stakeholders.

“I think it’s another barrier to the public seeing the evaluation system as legitimate when it has to be tinkered with every year,” said Aaron Pallas, a professor at Teachers College, Columbia University.

Here is the text of the bill and the bill’s summary.

Half-priced homes

Detroit teachers and school employees are about to get a major perk: Discount houses

Detroit Mayor Mike Duggan is announcing an educator discount that will allow employees of all Detroit schools to buy houses from the Land Bank at 50 percent off.

Detroit Mayor Mike Duggan is getting ready this morning to announce a major effort to lure teachers and other school employees to the city of Detroit: Offering them half-priced homes.

According to a press release that’s expected to be released at an event this morning, the mayor plans to announce that all Detroit school employees — whether they work for district, charter or parochial schools — will now get a 50 percent discount on houses auctioned through the Detroit Land Bank Authority.

That discount is already available to city employees, retirees and their families. Now it will be available to full-time employees of schools located in the city.

“Teachers and educators are vital to the city’s future,” Duggan is quoted as saying in the release. “It’s critical to give our school employees, from teachers to custodial staff, the opportunity to live in the communities they teach in.”

If the effort can convince teachers to live in the city rather than surrounding suburbs, it could help a stabilize the population decline that has led to blight and neighborhood deterioration in many parts of the city.

For city schools, the discounts give administrators another perk to offer prospective employees. District and charter schools in Detroit face severe teacher shortages that have created large class sizes and put many children in classrooms without fully qualified teachers.

Detroit’s new schools superintendent, Nikolai Vitti, has said he’s determined to make sure the hundreds of teacher vacancies that affected city schools last year are addressed by the start of classes in September.

In the press release, he’s quoted praising the discount program. “There is an opportunity and need to provide innovative solutions to recruit and retain teachers to work with our children in Detroit.”

The Detroit Land Bank Authority Educator Discount Program will be announced at an event scheduled for 10:45 this morning in front of a Land Bank house in Detroit’s Russell Woods neighborhood.

The Land Bank currently auctions three homes per day through its website, with bidding starting at $1,000.

 

try try again

Why this Bronx middle school believes in second — and third — chances

PHOTO: Christina Veiga
Vincent Gassetto, the principal M.S. 343, hugs a staff member after winning the Teaching Matters prize in July 2017.

Teachers at M.S. 343 in the South Bronx had a problem: Their lessons weren’t sticking.

Students initially would test well on fundamental concepts — such as multi-digit long division or calculating the rate of change. But that knowledge seemed to melt away on follow-up exams just months or even weeks later.

The solution that teachers developed, based on providing constant feedback to students and encouraging regular collaboration among staff, has helped M.S. 343 beat district averages on standardized tests. It has also landed the school a $25,000 prize.

This week, M.S. 343 won the Elizabeth Rohatyn Prize, which is awarded to public schools that foster great teaching. Presented by the nonprofit Teaching Matters, the award money will go toward building a digital platform that students and teachers can use to track their progress from anywhere, at any time.

The work at M.S. 343 starts with determining which skills teachers will emphasize and test throughout the year. Working together, teachers draw on what they already know about which concepts are most likely to trip students up, contribute to success in later grades or appear on standardized tests. A key concept could be understanding ratios in sixth grade or mastering scientific notation by eighth grade.

“It’s all in the teachers’ hands,” said Principal Vincent Gassetto.

Students are regularly tested with “learning targets.” But they’re also given three chances to prove they’ve mastered the skills. Gassetto said the approach is backed by neuroscience, which suggests the best way to learn is to use the knowledge multiple times, instead of cramming for a single test.

“That actually tells the brain: You’re being tested on this, it’s important. And that stores it in a part of the brain that’s easily retrievable,” he said.

Only the highest score will be recorded, which serves a different purpose: boosting students’ confidence in themselves as learners.

“We’re celebrating their progress, not necessarily the end result,” math teacher Lola Dupuy explained in a video the school produced. “It can be very confusing for a student to receive a failing grade and very discouraging for them if they don’t know … what they’re doing wrong and what they need to do to improve it.”

In between tests, each department comes together to analyze students’ answers. They zero in on common misconceptions and come up with a list of questions for students to ask themselves when reviewing their work.

Using the questions as a guide, it’s up to the students to figure out where they went wrong, often by working in groups with peers with varying skill levels.

“Students are more engaged in their work and the outcomes are better because they’re self-reflecting,” Dupuy said.

M.S. 343’s approach also gets at a common knock on testing: The results are rarely used to improve teaching and students often don’t have the opportunity to learn from their mistakes. At M.S. 343, teachers spend entire weeks meeting as a team to go over results and fine-tune their instruction. That time, Gassetto said, is a valuable resource.

“Most of the time, when you give a big assessment,” Gassetto said, “you’re testing, but for what purpose? We don’t do that. If we’re going to ask kids to sit down and take an assessment, we need to look at it and get it back to them right away, so it’s useful.”